Which of the following characterizes a strategy to support students with OCD?

Redirecting students with obsessive-compulsive disorder (OCD) to productive tasks is a supportive strategy because it helps them to shift their focus from intrusive thoughts or compulsive behaviors to more positive and constructive activities. This approach allows students to engage in meaningful work that can distract them from their obsessions and compulsions, reducing anxiety and the urge to perform rituals associated with OCD.

This strategy also enhances their sense of achievement and contributes to building self-esteem. It encourages students to invest their energy and attention in learning and skill-building rather than in their OCD symptoms, making it an effective way to promote their overall well-being and academic success.

In contrast, establishing a rigid routine can be counterproductive, as it might reinforce the compulsive behaviors that students with OCD feel compelled to follow. Allowing excessive time for compulsive activities can exacerbate their symptoms, leading to greater anxiety and interference with everyday functioning. Challenging students to confront their fears directly, while potentially useful in certain therapeutic contexts, may not be suitable in a classroom setting without appropriate support, and it could be overwhelming for them during stressful situations.